houra houra

future tense
intermediate level


In this lesson students will be taught the use of will/ be going to/ present continuous in future. firstly they go through a listening task in order to set a context for teaching. next stage would be language clarification, and finally they will be given some controlled, semi-controlled and freer practice.


Abc projection of IAN and LIZ picture
Abc Handout A
Abc Handout B
Abc projection of sentences for clarification
Abc handout D
Abc Handout C
Abc listening audio script

Main Aims

  • To provide clarification of future: will, be going to, present continuous in the context of get rid of old junk

Subsidiary Aims

  • To provide specific information listening practice using a text about get rid of it in the context of family


Lead-in/ Building context (3 minutes) • to introduce the target language via a text or activity.

-greeting - project a picture (what are they doing? why are they doing this? - pre- teach : give away -elicit the word -write on the board - pronounce

Listening task (10 minutes) • to introduce the Target language via a listening

-listen and match sentences with things alone -Icqs: are you going to do it alone or in pairs? are you going to only listen? - give them audio script to check their answers. - ask ss to justify their answers. what is e? what is b? why is it going to break?

highlighting Target language (5 minutes) • highlight TL by use of a guiding task.

- exercise b : fill the gaps based on exercise a in pairs. - ask icqs: are you going to answer questions? No fill the gaps. are you going to fill the gaps based on exercise a? yes - justify answers: what is it's example in exercise a? - does it show an arrangement with another person? - does it show an intention? -does it show a spontaneous decision?

clarifying Target language (15 minutes) • clarifying meaning/ form/ pronunciation of TL

-project the sentences on the board. - ask them ccqs: does this sentence refer to future? does it refer to present? does this sentence show an arrangement? -second sentence: does it refer to future as well? - did she have a plan for it from past? -did she decide to do it now? - third sentence: is there any arrangement with another person? is the time exact? did she/he plan for it? -you will never listen to them. -is there any evidence? last sentence: it's going to break the first time he uses it. is there an evidence for it?. - now as a conclusion make three categories: will/ be going to/ present continuous - elicit the points and write them below the categories -elicit contractions - ask them to deduce the form (subj+ will+...) - highlight pronunciation and connected speech ; sentence stress, contractions (use fingers), back chaining and front chaining drills

language practice (5 minutes) • to provide controlled practice of language

- exercise c - read the sentences and circle the correct answers in pairs. and tell me why you chose this? - icqs, are you going to answer questions? are you going to do it alone? are you going to say the reason? - justify the answers

language practice (5 minutes) • to provide semi- controlled practice

- on the board write: arrangements/ plans/ things you would probably do in the near future. - tell them to write two sentences for each category about themselves - ask icqs : are you going to write about yourself? - how many sentences? -which tenses are you going to use? -do it alone - monitor -give personal spontaneous feedback to inaccurate sentences. -write down common errors. -write on the board and justify

language practice (5 minutes) • freer oral practice

-tell your friend about your plans/ arrangements/ ... - ask them about their plans/ arrangements,... -icqs are you going to say your plans? are you going to listen to your friends' plans as well? -monitor - tell the class which friend is going to be the busiest one next week.

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